In this lesson we will be making a number line. You can make the number line using any of the following materials:

1. 1. 1. Tape, a marker, and about 30 blank pieces of paper (all the same size); or
      2. Painter’s or masking tape and a permanent marker; or
      3. Sidewalk chalk

*You will also need a parent or guardian.

1. 1. 1. Build upon counting skills to learn subtraction;
      2. Learn to use language and signs associated with subtraction;
      3. Recognize numbers 1 to 31;
      4. Learn what a number line is;
      5. Visually see how numbers relate to each other using a number line; and
      6. Practice adding and subtracting.

1. Learn how to count backwards to subtract;
2. Run/walk on a number line to identify numbers;
3. Count as they move along the line; and
4. Take steps forward or backward on the number line to represent adding and subtracting respectively.

CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.Math.Content.1.OA.D.7
Understand the meaning of the equal sign.

CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.Math.Content.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings¹, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.Math.Content.K.OA.A.5
Fluently add and subtract within 5.

CCSS.Math.Content.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.